Influences of self-regulated learning strategy use on self-efficacy in primary school students' English writing in Hong Kong

Influences of self-regulated learning strategy use on self-efficacy in primary school students' English writing in Hong Kong

• Bai, Barry The Chinese University of Hong Kong
• Guo, Wenjuan The Chinese University of Hong Kong

Reading & Writing Quarterly, 34(6), 523-536, 2018

Taylor & Francis Inc.

2018

• G Curriculum, Teaching & Learning: Specific Disciplines
  • GB English Language
    • GBE Teaching Methods of Composition & Their Outcomes

School Children Self-Culture Self-Efficacy Learning Strategies Foreign Language Education Limited English-Proficient Students

• Hong Kong

• 1997.7 onwards

• Primary Education

This study investigated the influences of the use of self-regulated learning (SRL) strategies on students' self-efficacy in English writing. A total of 155 fourth graders from 1 government-funded primary school in Hong Kong completed a questionnaire on SRL strategy use and a questionnaire on self-efficacy in English writing. The students used planning strategies more frequently than the other strategy types (e.g., text generating). They had a higher level of self-efficacy in content than in the other aspects (e.g., language and grammar). The students with more SRL strategy use reported a higher level of self-efficacy. The use of SRL strategies had significant and positive relationships with the students' self-efficacy. In particular, the use of planning and self-monitoring strategies had the strongest correlations with self-efficacy. This study opens a new window to understanding how students' self-efficacy in English writing develops as a result of their SRL strategy use. We discuss practical implications for English as a second language/English as a foreign language classroom instruction.
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• English

Journal Articles

• 10573569

• 10.1080/10573569.2018.1499058

https://bibliography.lib.eduhk.hk/bibs/c8a2a836

2020-03-03